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An investigation of self-efficacy of students enrolled in a mathematics pathway course

An investigation of self-efficacy of students enrolled in a mathematics pathway course The purpose of this paper is to examine hypothesized links between the Dana Center Mathematics Pathways’ (DCMP) Foundations of Mathematical Reasoning curriculum and the four hypothesized sources of self-efficacy. The sample of developmental mathematics students who were taught with a curriculum that incorporates active and collaborative learning reported increased ratings on social persuasions from the beginning to the end of the semester.Design/methodology/approachThe study examines changes in the four sources of self-efficacy. Students completed a pre- and post-survey. Non-parametric methods were conducted to measure changes.FindingsThe paper provides empirical insights into changes in the four sources of self-efficacy with the implementation of a new curriculum in developmental mathematics classrooms. Students in the DCMP Foundation course increased their ratings on social persuasions and mastery experiences and decreased their ratings on physiological states. The largest proportion of variability in the four sources that was accounted for by course grade was mastery experiences followed by vicarious experiences, social persuasions and physiological states.Research limitations/implicationsA control group was not included. Therefore, comparisons between students enrolled in the intervention course and a traditional course were not possible.Practical implicationsAn implication of the study is that a curriculum that has an emphasis on face-to-face communication with collaborative learning activities might be linked to more positive measures of the sources of self-efficacy.Originality/valueThis paper fulfils a need to study how the implementation of an alternative curriculum in developmental mathematics classrooms can be linked to students’ self-efficacy. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

An investigation of self-efficacy of students enrolled in a mathematics pathway course

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2050-7003
DOI
10.1108/jarhe-10-2018-0207
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to examine hypothesized links between the Dana Center Mathematics Pathways’ (DCMP) Foundations of Mathematical Reasoning curriculum and the four hypothesized sources of self-efficacy. The sample of developmental mathematics students who were taught with a curriculum that incorporates active and collaborative learning reported increased ratings on social persuasions from the beginning to the end of the semester.Design/methodology/approachThe study examines changes in the four sources of self-efficacy. Students completed a pre- and post-survey. Non-parametric methods were conducted to measure changes.FindingsThe paper provides empirical insights into changes in the four sources of self-efficacy with the implementation of a new curriculum in developmental mathematics classrooms. Students in the DCMP Foundation course increased their ratings on social persuasions and mastery experiences and decreased their ratings on physiological states. The largest proportion of variability in the four sources that was accounted for by course grade was mastery experiences followed by vicarious experiences, social persuasions and physiological states.Research limitations/implicationsA control group was not included. Therefore, comparisons between students enrolled in the intervention course and a traditional course were not possible.Practical implicationsAn implication of the study is that a curriculum that has an emphasis on face-to-face communication with collaborative learning activities might be linked to more positive measures of the sources of self-efficacy.Originality/valueThis paper fulfils a need to study how the implementation of an alternative curriculum in developmental mathematics classrooms can be linked to students’ self-efficacy.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Jun 18, 2019

Keywords: Mastery experiences; Mathematics self-efficacy

References